The Reading Steward's Handbook
Edition: 1
Copyright: 2024
Pages: 94
Edition: 1
Copyright: 2024
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The Reading Steward’s Handbook has been written to help those pursuing advanced credentials in the teaching of reading. The objective of the Handbook is to place much of what students needs regarding effective tutoring instruction in an easily referable, central location—a book!
The Handbook is organized into four parts. Context is important, and so we begin Part I with a discussion of the history of reading instruction over the past half of the 20th century and the shift that has occurred following the COVID-19 pandemic. We briefly address dyslexia, and then explain the difference between a visual and linguistic approach to phonics instruction. The reader is introduced to Ehri’s (2005) phases of reading development to gain insight into how reading acquisition unfolds with proper instruction. This is followed by the Reading as an Interactive Instructional model, a heuristic to understand the connections between reading, its development, and instruction. Part II goes into detail regarding the diagnostic assessments used in the Clinic to determine the development of the processes critical to reading acquisition. The results of each of these are used locate the learner’s Zone of Proximal Development and the task of identifying where to begin instruction. Part III discusses implementation of reading instruction for each of the processes while Part IV reviews how to formatively assess the reader to determine if mastery learning has occurred, which reflects the effectiveness of instruction.
About the Authors
About This Book
Part I Knowledge Building
A. Introduction
B. Balanced Literacy and the Recent Instructional Shift
C. A Brief Overview of Dyslexia
D. Encoding to Decoding: A Linguistic Approach to Phonics
E. Phases of Reading Development
F. Connecting Sounds to Words
G. The RIIP Model
H. Following the RIIP Trail
I. Beyond the Triangle
J. Vocabulary to Fluency to Comprehension
Part II Gathering Assessment “Intelligence”
A. Reading Processes for Assessment
B. Concept of Word in Text
C. Alphabet Knowledge Assessment
D. Phonemic Awareness Assessment
E. Decoding Knowledge Assessment
F. Automatic Word Reading
G. Reading Fluency Assessment
Part III Implementing Tutoring Instruction
A. Teaching the Code: Let’s Not Make It /ough/
B. Strategies, Skills, and Activities
C. The Direct Instruction Teaching Cycle
D. The Zone of Proximal Development
E. The 5/10/15 Tutoring Framework
F. Writing Tutoring Objectives
G. Concept of Word in Text
H. Alphabet Knowledge Instruction
I. Letter Formation
J. Phonemic Awareness Instruction
K. Decoding Knowledge Instruction
L. Consonant Blends
M. High-Frequency Words
N. Teaching Letter Features
O. Word Sorts
P. Sound Sorts
Q. Teaching Short Vowels Using a Sound-Word Sort
R. Making Words
S. Reading Fluency Instruction
Part IV Formative Assessment
A. The Essential Role of Formative Assessment
B. When to Administer a Formative Assessment
C. Concept of Word in Text
D. Alphabet Knowledge
E. Phonemic Awareness
F. Decoding Knowledge
G. Reading Fluency
Conclusion
References
David D. Paige is a Professor of Literacy Education and Director of the Jerry L. Johns Literacy Clinic at Northern Illinois University. David entered education as a middle school special education teacher in a high needs school in Memphis, TN. Following the completion of his doctorate from the University of Memphis, David joined the faculty at Bellarmine University in Louisville, Kentucky where he was co-founder of the Ph.D. in Education and Social Change program and served as its inaugural chair. While at Bellarmine, David was the principal researcher for the Bellarmine Literacy Project, a 4-year, $3.2 million project that trained 800, K-3 teachers across 73 schools in foundational skills. In 2011, David founded the Thinking Skills Academy, a ten-year initiative to train teachers across eight states in India in methods to encourage higher-order thinking and literacy in students. For this work, David received the Homines Pro Aliis Award for service to others from Bellarmine. In August of 2020, David joined the faculty at Northern Illinois University where he has worked to align foundational skills instruction to research and has pursued a research agenda focused on early and adolescent literacy. David has served as Treasurer and President of the Association of Literacy Educators and Researchers from whom he received the Laureate Award for lifelong contributions to the field of literacy. David has published about 75 scholarly articles in national and international journals ranging from The Reading Teacher to Reading Research Quarterly. David is a co-author of Artfully Teaching the Science of Reading and The Reading Steward's Handbook.
The Reading Steward’s Handbook has been written to help those pursuing advanced credentials in the teaching of reading. The objective of the Handbook is to place much of what students needs regarding effective tutoring instruction in an easily referable, central location—a book!
The Handbook is organized into four parts. Context is important, and so we begin Part I with a discussion of the history of reading instruction over the past half of the 20th century and the shift that has occurred following the COVID-19 pandemic. We briefly address dyslexia, and then explain the difference between a visual and linguistic approach to phonics instruction. The reader is introduced to Ehri’s (2005) phases of reading development to gain insight into how reading acquisition unfolds with proper instruction. This is followed by the Reading as an Interactive Instructional model, a heuristic to understand the connections between reading, its development, and instruction. Part II goes into detail regarding the diagnostic assessments used in the Clinic to determine the development of the processes critical to reading acquisition. The results of each of these are used locate the learner’s Zone of Proximal Development and the task of identifying where to begin instruction. Part III discusses implementation of reading instruction for each of the processes while Part IV reviews how to formatively assess the reader to determine if mastery learning has occurred, which reflects the effectiveness of instruction.
About the Authors
About This Book
Part I Knowledge Building
A. Introduction
B. Balanced Literacy and the Recent Instructional Shift
C. A Brief Overview of Dyslexia
D. Encoding to Decoding: A Linguistic Approach to Phonics
E. Phases of Reading Development
F. Connecting Sounds to Words
G. The RIIP Model
H. Following the RIIP Trail
I. Beyond the Triangle
J. Vocabulary to Fluency to Comprehension
Part II Gathering Assessment “Intelligence”
A. Reading Processes for Assessment
B. Concept of Word in Text
C. Alphabet Knowledge Assessment
D. Phonemic Awareness Assessment
E. Decoding Knowledge Assessment
F. Automatic Word Reading
G. Reading Fluency Assessment
Part III Implementing Tutoring Instruction
A. Teaching the Code: Let’s Not Make It /ough/
B. Strategies, Skills, and Activities
C. The Direct Instruction Teaching Cycle
D. The Zone of Proximal Development
E. The 5/10/15 Tutoring Framework
F. Writing Tutoring Objectives
G. Concept of Word in Text
H. Alphabet Knowledge Instruction
I. Letter Formation
J. Phonemic Awareness Instruction
K. Decoding Knowledge Instruction
L. Consonant Blends
M. High-Frequency Words
N. Teaching Letter Features
O. Word Sorts
P. Sound Sorts
Q. Teaching Short Vowels Using a Sound-Word Sort
R. Making Words
S. Reading Fluency Instruction
Part IV Formative Assessment
A. The Essential Role of Formative Assessment
B. When to Administer a Formative Assessment
C. Concept of Word in Text
D. Alphabet Knowledge
E. Phonemic Awareness
F. Decoding Knowledge
G. Reading Fluency
Conclusion
References
David D. Paige is a Professor of Literacy Education and Director of the Jerry L. Johns Literacy Clinic at Northern Illinois University. David entered education as a middle school special education teacher in a high needs school in Memphis, TN. Following the completion of his doctorate from the University of Memphis, David joined the faculty at Bellarmine University in Louisville, Kentucky where he was co-founder of the Ph.D. in Education and Social Change program and served as its inaugural chair. While at Bellarmine, David was the principal researcher for the Bellarmine Literacy Project, a 4-year, $3.2 million project that trained 800, K-3 teachers across 73 schools in foundational skills. In 2011, David founded the Thinking Skills Academy, a ten-year initiative to train teachers across eight states in India in methods to encourage higher-order thinking and literacy in students. For this work, David received the Homines Pro Aliis Award for service to others from Bellarmine. In August of 2020, David joined the faculty at Northern Illinois University where he has worked to align foundational skills instruction to research and has pursued a research agenda focused on early and adolescent literacy. David has served as Treasurer and President of the Association of Literacy Educators and Researchers from whom he received the Laureate Award for lifelong contributions to the field of literacy. David has published about 75 scholarly articles in national and international journals ranging from The Reading Teacher to Reading Research Quarterly. David is a co-author of Artfully Teaching the Science of Reading and The Reading Steward's Handbook.